Document Detail

Sensitivity to conversational maxims in deaf and hearing children.
MedLine Citation:
PMID:  19719886     Owner:  NLM     Status:  MEDLINE    
We investigated whether access to a sign language affects the development of pragmatic competence in three groups of deaf children aged 6 to 11 years: native signers from deaf families receiving bimodal/bilingual instruction, native signers from deaf families receiving oralist instruction and late signers from hearing families receiving oralist instruction. The performance of these children was compared to a group of hearing children aged 6 to 7 years on a test designed to assess sensitivity to violations of conversational maxims. Native signers with bimodal/bilingual instruction were as able as the hearing children to detect violations that concern truthfulness (Maxim of Quality) and relevance (Maxim of Relation). On items involving these maxims, they outperformed both the late signers and native signers attending oralist schools. These results dovetail with previous findings on mindreading in deaf children and underscore the role of early conversational experience and instructional setting in the development of pragmatics.
Luca Surian; Mariantonia Tedoldi; Michael Siegal
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Publication Detail:
Type:  Journal Article; Research Support, Non-U.S. Gov't     Date:  2009-09-01
Journal Detail:
Title:  Journal of child language     Volume:  37     ISSN:  1469-7602     ISO Abbreviation:  J Child Lang     Publication Date:  2010 Sep 
Date Detail:
Created Date:  2010-07-27     Completed Date:  2011-01-28     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  0425743     Medline TA:  J Child Lang     Country:  England    
Other Details:
Languages:  eng     Pagination:  929-43     Citation Subset:  IM    
Department of Cognitive Sciences, University of Trento, Corso Bettini, 31, 38068 Rovereto (TN), Italy.
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MeSH Terms
Deafness / psychology,  rehabilitation*
Interpersonal Relations
Language Development Disorders / diagnosis,  rehabilitation*
Reference Values
Sign Language*
Social Environment
Verbal Behavior*

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